交际自信、交流意愿和二语使用的关系研究

以Clément和Kruidenier的交际自信模型和MacIntyre等人的交流意愿模型为理论依据,对交际自信、交流意愿和二语使用之间的关系进行调查,相关性分析和多元回归分析结果表明二语交际自信、交流意愿与二语使用之间有着复杂密切的关系。     

运动动机与特征性自信心的相关研究

通过对运动员自信心水平的调查 ,研究运动员的运动动机与运动自信心的相关关系。通过对分析运动员自信心水平的差异 ,为培养和保持运动员自信心水平提供参数 ,为培养和激发青少年运动员的运动动机提供一条新途径     

‘I can do it,and how!’ Student experience in access and equity pathways to higher education

Alternative pathways and enabling courses such as foundation programmes are well-established in some tertiary institutions and are likely to be broadened and enhanced across the sector. If such a course is designed along the lines of Biggs’ constructive alignment, it would be hoped that students would be likely to adopt a ‘deep approach’ to learning through their course of study. In addition, it is often assumed (but rarely properly demonstrated) that such courses promote the confidence of students to achieve well in their academic studies. This study explored changes in approaches to learning and academic self-efficacy in the first topic of a Foundation Course, using Biggs’ R-SPQ-2F and a newly developed academic self-efficacy scale. While the findings on approaches to learning were inconclusive, analysis showed a substantial and statistically significant increase in academic self-efficacy.     

论声乐训练中心理素质的培养

心理活动是学习成功的秘诀,也是学唱入门的钥匙.在声乐训练中应注重心理素质的培养,以提高演唱者的演唱能力。     

我是“搬”主任

在传统的教育观念中,班主任是真理的化身,是权威,是班级的主宰者;学生是知识和道理的容器,是唯唯诺诺的仆人。在这样的班级氛围中,学生怎能有健全的人格？随着社会的进步,现代的青少年独立性、自主性明显地增强,对人格自由发展更是充满渴望,充满热情。＂一切为了孩子,为了孩子一切＂,班主任必须要有自己坚定的教育理念。     

使用图形计算器开发初一学生创造潜能个案研究

加强学生创新精神和创造能力的培养是关系到广大中学生能否顺利成材的关键问题，这就对作为实施素质教育主阵地的课堂教学提出了更高的要求，随着科技的不断发展和进步，现代化教学工具的不断涌现，特别是图形计算器在世界范围的推广和运用，改革传统教学手段已是必然，图形计算器在数学教学中的使用对开发学生的创造潜能有着极大的作用。     

国际化进程中武术文化自信建构的理论研究

武术文化，是一种以中华传统文化为指导，以肢体动作为实践的民族文化；是中国文化走出去中"最优秀"的部分，是"展现真实、立体、全面的中国"的优势载体；是讲好"人类命运共同体"中国故事的有效方式。作为一种特殊的心理反应，武术文化自信不仅是通过"遗传"预设好的前提，更是在国际化或跨文化中走向成熟。我们要在"从民族文化走向世界文化"的国际化进程中形成自己的文化心理，建构坚实的文化自信。据此，研究提出相应的建构策略：（1）在国际化进程中，更好地阐发武术文化精髓；（2）在国际化进程中，更好地理解文化差异；（3）在国际化进程中，更好地理解间性交往。     

In search of self-efficacy: development of a new instrument for first year Computer Science students

This study explores the changes in Computer Science (CS) students’ self-efficacy between entering study and the end of first year of university. It aims to give course leaders insights into the everyday challenges that affect students’ academic achievement and persistence into second year. The paper begins by proposing that the way CS is taught, the gender imbalance on CS courses, and the experience of the key transitional year into university might influence CS students’ non-continuation. It adopts an academic buoyancy conceptualisation of resilience. Acknowledging the scarcity of instruments covering CS students’ transition to university, the development of a new 20-item questionnaire is described, based on CS students’ own contributions of the challenges they faced during first year. The instrument is administered twice in one session to the same cohort. Analysis of paired responses indicates a loss of confidence to overcome challenges in most aspects, particularly staying motivated to study.     

Answer changing in testing situations: the role of metacognition in deciding which answers to review

The purpose of our study was to examine the issue of answer changing in relation to students’ abilities to monitor their behaviour accurately while responding to multiple-choice tests. The data for this study were obtained from the final examination administered to students in an educational psychology course. The results of the study indicate that decision making regarding answer changing can be informed by metacognitive monitoring when a student's attention is drawn to cues solicited during testing. However, answer changing can be a “tricky” test-taking strategy, and how it relates to test performance is based on an interplay of variables both at a person level as well as at a task level. This is probably why this strategy is frequently misunderstood by both test-takers and educators.     

职业高中学生与普通高中生情感状况的比较研究

采用量表法以358名高中学生为被试样本进行心理测验,考察职业高中学生与普通高中学生缺陷感量表各因子与情感各纬度的关系.结果显示,普通高中学生正性情感和快乐感均显著高于职高学生;职业高中学生自尊心较低,自信心不足;自尊与学习能力是情感各纬度稳定有力的预测指标,它们能预测职高学生的负性情感和预测普高学生的正性情感.体能预测职高学生的正性情感,人际自信和外貌预测普高学生的负性情感.